As policing evolves radically to meet the demand of a twenty-first century society, the training methods and educational tactics employed in the development of the next generation of officers must also evolve. This investigation incorporates both literature and empirical analysis of standards, expectations, and opportunities within the United Kingdom Initial Police Learning and Development Programme (IPLDP). Emphasising particular findings from participants at all stages of this programme, the techniques and concepts emphasised by the current training initiative are called into question, challenging decision makers to consider the impact of such system design. Ultimately, this research suggests that although present in the IPLDP, practical application of knowledge and skills is a fundamental necessity for developing effective, successful student officers. Many of the issues and challenges cited by the survey participants are directly linked to programme limitations that are innately incorporated in a process that favours classroom learning and theoretical assessment. It is the practical application of skills within the UK society that will ultimately test the knowledge gained by student officers; and in many cases, supervisors and students alike are finding that the programme is lacking. This analysis suggests adjustments in the programme dynamics, emphasising experience, evidence, and application as primary means of transcending the many limitations of theoretical assessment of work based assessment
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:543396 |
| Date | January 2011 |
| Creators | Seggie, Brian William |
| Contributors | Dyke, Martin |
| Publisher | University of Southampton |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | https://eprints.soton.ac.uk/193323/ |
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